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close this bookForestry Training Manual: Inter-America Region (Peace Corps, 1986)
View the document(introduction...)
View the documentAcknowledgements
View the documentTrainer guidelines
Open this folder and view contentsTraining program overview
View the documentForestry observation guide for site visit
Open this folder and view contentsGetting ready
View the documentConducting the training program
View the documentWeekly evaluation form
View the documentSession I - Welcome, expectations, and evaluation criteria
View the documentDaily schedule for technical training I
View the documentSession II - Special projects
View the documentSession III - The forest of the world, Peace Corps forestry goals, the individual volunteers' roles
View the documentSession IV - Language class
View the documentSession V - Record keeping
View the documentSession VI - Journal keeping and setting
View the documentSession VII - Flowers, seeds, the beginning
View the documentSession VIII - Spanish language class
View the documentSession IX - Non-verbal communication
View the documentSession X - Basic site selection, planning and layout of a nursery
View the documentSession XI - Spanish lesson
View the documentSession XII - Cultural values
View the documentSession XIII - Soil preparation, seed bed sowing, and reproduction by clippings
View the documentSession XIV - Spanish language
View the documentSession XV - Communication through illustration
View the documentSession XVI - Fertilizers, watering and containers
View the documentSession XVII - Spanish language
View the documentSession XVIII - Protection and record keeping
View the documentSession XIX - Individual interviews
View the documentWeekly evaluation form
View the documentSession XX - Planting trees
View the documentSession XXI - Spanish language session
View the documentSession XXII - Introduction to extension
View the documentSession XXIII - The principals of pruning and thinning learning how to make and use a diameter tape
View the documentSession XXIV - Spanish language
View the documentSession XXV - Volunteer's role as an extensionist
View the documentSession XXVI - Pacing, plane table, rustic transit and compass
View the documentSession XXVII - Spanish language
View the documentSession XVIII - Forestry extension
View the documentSession XXIX - Forest menstruation
View the documentSession XXX - Spanish language
View the documentSession XXXI - Working with groups as an extension worker
View the documentSession XXXII - Agro-forestry
View the documentSession XXXIII - Spanish language
View the documentSession XXXIV - Lesson plan and use of visual AIDS in teaching
View the documentSession XXXV - Small research projects
View the documentSession XXXVI - Individual interviews
View the documentSession XXXVII - Soils
View the documentSession XXXVIII - Spanish language
View the documentSession XXXIX - Community analysis introduction
View the documentSession XL - Soil erosion
View the documentSession XLI - Spanish language
View the documentSession XLII - Problem analysis
View the documentSession XLIII - Watershed management
View the documentSession XLIV - Spanish language
View the documentSession XLV - Review of expectations - Mid way
View the documentSession XLVI - Spanish language
View the documentSession XLVII - Species report
View the documentSession XLVIII - Forestry issues
View the documentSession XLIX - Spanish language
View the documentSession L - Field trip overview
View the documentSession LI - Ecology teams give presentations
View the documentSession LII - Individual interviews
View the documentSession LIII - Review of field trips
View the documentSession LIV - Project planning: Goal setting
View the documentSession LV - Spanish language
View the documentSession LVI - Resources
View the documentSession LVII - Compost heap. Insect collection. Light gaps
View the documentSession LVIII - Spanish language
View the documentSession LIX - Cultural shock - Are we ready for it?
View the documentSession LX - Grafting and fruit trees
View the documentSession LXI - Spanish language
View the documentSession LXII - Professional approaches to interaction with host country officials
View the documentSession LXIII - Final interviews
View the documentSession LXIV - Graduation

Session II - Special projects

Total Time:

1 hour 45 minutes

Goals

- To begin the process of transferring skills and experience to others.
- To assume responsibility for teaching others.
- To assume responsibility for completing task assignments.
- To produce a manual for use in field to which all participants have contributed.
- To have participants become family with resource library.

Overview

The purpose of this exercise is to begin to identify those participants with special skills and have them assure responsibility for transferring those skills during the training program. To give all participants special assignments which they will have to complete during the first three weeks of training. To discuss materials which have been collected and made available for their use in the resource library.

Exercises

- Introduction of individual projects which all participants are expected to do.
- Introduction of group project.
- Introduction of forester project.

Materials

flip charts, marker pens, tape, special projects schedule of due dates

*protractors plumb line

*board 1 meter long X 1 meter wide

weight

graph paper

survey flags

common pins

stakes

rubber bands

*measuring tapes (3 meters long)

board 4 cm (H) X 3 cm (W) X 2 cm (L)


pole 2 cm long (bamboo is good)


small piece of wood 2 cm (H) X 4 cm (W) X 40 cm (L)


nails wing nut 6 cm long


Exercise I - Individual Projects

Overview

The purpose of this exercise is to have each participant identify, research and write up a different species of tree. Based on their site visits they will prepare an agro-forestry plan for their sites.

In groups, have participants prepare a presentation on the ecology of their geographical area to present to a class.

In groups, have participants select forestry and research issues and write an extensive paper on the issue.

Have individual foresters take on projects which are integrated into this program design.

Procedures:

Time

Activities

Introduction minutes

1. Introduce exercise stating the purpose. Explain that participants will he writing their own forestry manual and the purpose of this exercise is to get the content organized.

Species


10 minutes

2. On newsprint introduce the following outline for species section:

SPECIES (ESPECIES)

SCIENTIFIC NAME (NOMBRE CIENTIFICO)

COMMON NAME (NOMBRE VULGAR)

FLOWER: TYPE, FLOWERING CYCLE SKETCH (FLORA)

FRUIT: TYPE, COLOR (FRUTA )

SEED: GERMINATION, WHEN SEED MATURES, HOW TO COLLECT, METHOD OF STORAGE, TREATMENT, SKETCH (SEMILLA)

LEAVES: TYPE, ALTERNATE - OPPOSITE, MARGINS, SHAPE, COLOR (HOJAS)

BARK: GENERAL CHARACTERISTICS (CORTEZA)

SHAPE: YOUNG TREE, MATURE TREE (FORMA)

HABITAT: WHERE TREE GROWS, SOIL, WATER (HABITAT)

USE: LOCAL, INDUSTRIAL, COMMERCIAL (USO)

RANGE: N-S-E-W (EXTENSION)

DISEASE - INSECTS: TYPES, CONTROLS (ENFERMEDADES - INSECTOS)

NURSERY MANAGEMENT NEEDS: HOW TO TREAT IN NURSERY (MANEJO EN EL VIVERO)

MAIN IDENTIFICATION CHARACTERISTICS (CARACTERISTICAS PRINCIPALES DE IDENTIFICACION)


1.


2.


3.


4.

REFERENCES (REFERENCIAS)

NURSERY REQUIREMENTS:

NATURAL REGENERATION:

Have sample species written up on newsprint along with sign-up sheet. Note: No duplications; each participant must take at least one specific/different species to write up.

They have until the following day to select species and sign up.


3. Agro forestry site plan. The trainer should explain that this is a new sub-discipline of forestry - about 10 years old - although it has been practiced by farmers to some degree over many years. Since it is a new discipline, there is very little written on agro forestry and nothing which is site specific. Trainer should point out that it is quite possible that this generation of participants are the ones who will write the hooks and become the authorities. However, based on their own observations and knowledge, we want them to work up a plan for their site area. It should he as extensive as possible.

Ecology teams


15 minutes

4. Ask participants to form groups based on geographical similarities of their sites. They are to select a group leader who will be responsible for calling meetings and managing their presentation. Trainer should state the purpose of ecology report. It is to make up a presentation about the ecology of their geographical area which they will be able to present in a school or to a group at their future site. Group leaders are responsible for giving the trainer a list of persons working in their group.

Group process


10 minutes

Trainer now asks group to take a look at their own process using newsprint from Session I, Exercise III Section 4.

Introduction
5 minutes

5. Trainer now discusses forestry issues, stating that these are issues which are of concern to all those working in forestry. Since they are issues they will require a great deal of research and discussion as well as decisions about paper write-up.

Topics for Forestry Issues

1. Industry and Jobs vs. conservation.
2. Need vs. conservation (rural dependence).
3. Exotic vs. indigenous species.
4. Forest Management (an overview).
5. forestry Law, its effectiveness and enforcement.
6. Forest products, other than timber.
7. Cost analysis of development projects, what needs to be considered, possible sources of revenues.
8. Cooperatives, local credit schemes and other incentives.
9. Elements to he considered in project area surveys - are they necessary?

Trainer's Note: The above are some of the issues chosen but are not all the forestry issues. You may want to add or delete from the above list. The important thing here is to have enough issues so that at least each pair of trainees can get a different issue to write on.

5 minutes

Trainees now walk around and look at issues.

5 minutes

Trainer now asks trainees to select issue they would like to work on. At least two trainees per issue, not more than tour per group.

10 minutes

After groups have been established they select a group, leader who is responsible for calling meetings and managing their presentations.

10 minutes

6. Forester projects - trainer now introduces a list of projects which individual foresters are asked to volunteer to do; it is explained that these projects are part of the design and have specific details which the forester trainer will be able to explain in detail. Foresters are asked to volunteer for projects. Projects and due dates are listed on newsprint. Foresters can over the next day select a project to work on.



a. Making a diameter tape - this project involves forester participant assembling the materials (which are available) and figuring out the best way for each trainee to make their own diameter tape. Forester trainee then demonstrates the use of a diameter tape and has other trainees practice using diameter tape.



b. Making a Biltmore Stick - forester trainee assembles the materials (which are available) and figures out the best way for each trainee to make their own Biltmore Stick. Forester trainee then demonstrates the use of Biltmore Stick and has other trainees practice using the Biltmore Stick.



c. Rustic transit - forester trainee assembles the materials (which are available) and assembles a rustic transit. Shows other trainees how to use rustic transit and writes up directions for building one.



d. Plane table survey method - Forester trainee assembles the materials (which are available) and makes a plane table. Shows other trainees the plane table survey method. Writes up directions for building a plane table.



e. Forester trainee writes up directions for building a greenhouse using materials locally available. Describes this building process to other trainees.



f. Forester trainee prepares a slide show on a forestry related topic. This slide presentation is to be used later by Peace Corps in host country. If slides are not available, forester trainee writes directions for preparing a slide presentation.



g. Compost heap - at the onset of training forester trainee prepares a compost heap near nursery site. Explains steps to other trainees, keeps graph of temperature and the time that compost is turned. Compost will he available for use during last week of training if done correctly.


7. Special management of projects for which any participant can volunteer. Management projects can he selected over the next few days.



a. Prepare lecture on how to prepare lesson plans. Write up directions. Give lecture to group. Have each trainee prepare simple lesson plan and demonstrate to group.



b. Manage trainee manual, keep track of contents, get ready for publication.



c. Manage species report - find creative way to introduce reports to group. Give lecture on species identification.



d. Manage and facilitate Forestry Issue Presentation, find responders to each presenter. Keep discussion going.



e. Plan tree planting area, assemble needed tools, help other trainees execute planting plan.



f. Plan soil erosion walking tour. Find gully for plugging, demonstrate gully plug technique.



g. Plan presentation on watershed management. Present to other trainees.



h. Manage and facilitate ecology presentation. Find interesting way for group to critique ecology.



i. Select volunteer to collect the daily temperature, weather condition, winds and humidity and post this information daily.



j. Insect collection and identification. Trainee prepares lecture and gives demonstration.

Trainer's Note: A sample of some of the special projects can he found at the end of this section. You may want to delete some projects and add others that are more specific to host country. However, since these projects are built into design they will have to he covered by trainers if not done by trainee.


8. Summary by trainers should state that we are aware that actual training has not yet begun but you can already see that we are going to have a very busy time. We are sure that no one will be bored.


9. Trainers are now invited to go to the resource material room to browse around and acquaint themselves with materials available. They are told that the process for taking out a hook is to pull the hook slip, sign one's name and put slip in box provided for same.

Trainer's Note: Within the next few days people will start complaining that others are hanging on to materials they need. At this point trainer should offer sympathy and suggest that complainer needs to take up issue with group.